The Effect of Peer Tutoring in Physical Education for Middle School Students with Severe Disabilities

Kļaviņa, Aija; Rodionova, Karina

doi:10.5507/euj.2015.005

Cited by 6 publications

(4 citation statements)

References 34 publications

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“…• The implementation of "reverse inclusion" by using a sport usually reserved for people with disabilities, e.g. goalball (Black & Stevenson, 2012;Grenier, 2006); • Forms of cooperative learning (Grenier, 2006;Johnson & Johnson, 1999); and • Peer tutoring (Klavina & Rodionova, 2016). Within a social justice framework that links inclusion to human rights and social justice, the results of this study suggest that teachers' attitudes towards the inclusion of pupils with special needs have an influence on their pedagogy.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Pedagogies for Inclusion in Finnish PE: The Teachers' Perspective

Mihajlovic¹

2017

EUJAPA

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This paper analyses teachers' points of view regarding the changes and differentiations in their teaching content and didactic choices that they find necessary to ensure the participation of children with disabilities in physical education (PE) classes. The study consists of a qualitative approach that utilised semi-structured interviews, field notes and participant observation as data collection tools. Three subject teachers of PE, four special education teachers and one class teacher located in the Metropolitan area of Helsinki participated in the research. Given this small sample group, the results of the study make no claims for generalisability, but the findings could help other teachers share their perspectives and justify their educational choices. Findings revealed that the participants faced challenges when teaching in inclusive settings by making pedagogical modifications to ensure a learning environment suitable for all students. The findings from the research identified two main didactic approaches for including pupils with special needs in physical activities: The adaption of rules and equipment of traditional sports, and the implementation of suitable sports niches or specific games. The research also identified strategies for creating supportive learning environments and the importance of perceived teaching competence in adapted physical education (APE).

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Section: Conclusion and Discussionmentioning

confidence: 99%

Pedagogies for Inclusion in Finnish PE: The Teachers' Perspective

Mihajlovic¹

2017

EUJAPA

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“…According to Whipp, Jackson, Dimmock & Soh (2015) peer teaching is a peer or paired teaching model (Thurston, Cockerill & Chiang, 2021), in which athlete who become tutor must teach other athletes to complete a learning task. The tutor is chosen from one athlete who has better abilities than other athletes (Klavina & Rodionova, 2015). While teacher has a task to oversee the teaching process between tutor and athletes.…”

Section: Quantitative Instrumentsmentioning

confidence: 99%

Increasing Physical Literacy in Pencak Silat Athletes: Two-Months Peer Teaching Model Program in COVID-19

Muzakki

Setiawan

Winarno

et al. 2023

Teor. metod. fiz. vihov.

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Study purpose. This study aims to investigate the effect of the peer teaching model on improving the physical literacy of pencak silat athletes. Materials and methods. This study applied a mixed method. Participants were pencak silat male athletes (N=30) who studied at elementary schools in Cianjur district (Indonesia). Participants were divided into an experimental group (n=15) that carried out the peer teaching model and a control group (n=15) that carried out daily teaching routines without participating in any activities. After implementing the peer teaching model, 15 participants were interviewed about the implementation of peer teaching in school model and the benefits of peer teaching. The quantitative research instrument involved physical literacy-movement competence, cognitive and affective domains. Meanwhile, the qualitative research instrument involved in-depth interviews for 30 minutes. Analysis of quantitative data used IBM SPSS. Analysis of qualitative data used thematic analysis. Results. The quantitative study results showed that there was a significant increase in physical literacy in the experimental group (p<0.05) but there was no increase in the control group (p>0.05). The qualitative study results showed that most of participants gave diverse perceptions and all agreed that the peer teaching model could improve the physical literacy of athletes with poor condition. Conclusions. This study concluded that peer teaching is an alternative teaching that can be used during COVID-19 to improve the physical literacy of pencak silat athletes.

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“…Consistent with the finding of An and Meaney (2015), Block and Obrusnikova, (2007) and Wilhelmsen and Sorensen, (2017) the research demonstrates the importance of working collaboratively to provide support in GPE including peer mentors, related service providers and paraprofessionals. In collaboration with the IEP team, the physical education teacher's development of a communication dictionary enabled her to embed strategic peer interactions in her lessons (Klavina, & Rodionova, 2015;Pocock & Miyahara, 2018;Wilhelmsen & Sorensen, 2017). Recommendation includes the need for teacher preparation programs to plan directed practices within collaborative teams in student teaching and internship placements (Ammah & Hodge, 2005Block & Obrusnikova, 2007;Florian, 2014;Grenier & Lieberman, 2018).…”

Section: Perspectivesmentioning

confidence: 99%

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

Grenier¹,

Patey²,

Lieberman³

et al. 2020

EUJAPA

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There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve ongoing and sustained communication regarding students' skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.

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The Effect of Peer Tutoring in Physical Education for Middle School Students with Severe Disabilities

Cited by 6 publications

References 34 publications

Pedagogies for Inclusion in Finnish PE: The Teachers' Perspective

Pedagogies for Inclusion in Finnish PE: The Teachers' Perspective

Increasing Physical Literacy in Pencak Silat Athletes: Two-Months Peer Teaching Model Program in COVID-19

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

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